Building
Mealtime
Environments
and Relationships
An Inventory for Feeding Young Children in Group Settings
Building Mealtime Environments and Relationships
An Inventory for Feeding Young Children in Group Settings
Janice Fletcher, EdD
Principal Investigator
University of Idaho
Child, Family, and
Consumer Studies
College of Agricultural
and Life Sciences
Laurel Branen, PhD, RD, LD
Principal Investigator
University of Idaho
Food and Nutrition
College of Agricultural
and Life Sciences
Elizabeth Price, MS
Research Associate
University of Idaho
Family and
Consumer Sciences
College of Agricultural
and Life Sciences
Sara Collyer Matthews, MS
Research Assistant
North Idaho College
Children’s Center
Collaborators
Susan L. Johnson, PhD
University of Colorado
Health Sciences Center
Madeleine Sigman-Grant,
PhD, RD
University of Nevada, Reno
Cooperative Extension
This material is based upon work supported by the Cooperative State Research, Education, and Extension Service,
U.S. Department of Agriculture, under Agreement No. 2010710.
Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and
do not necessarily reflect the view of the U.S. Department of Agriculture.
Acknowledgments
Thank you to the many child care center and Head Start programs that graciously allowed us to videotape mealtimes. Thank you also to the early childhood teachers and directors who critically reviewed the
Building Mealtime Environments and Relationships Inventory, making it practical and user-friendly.
Thank you to our expert panel who offered insights for development of the items for the Building
Mealtime Environments and Relationships Inventory.
Deborah Carr, PhD, RD
Ruby Collins
Doris Fredericks, RD
Carolyn Garland, MS
Jean Heinz, RD, LD
Sarah Mulligan, MEd
Paula Peirce, PhD, RD
Dana Pridham
Lynne Torpy, RD, LT
Valerie Valdivia
Thank you to the following people who helped gather video data for developing the Building Mealtime
Environments and Relationships Inventory.
University of Colorado Health Sciences Center
Justin Dick
Lisa Taylor-Holloway
University of Nevada, Reno Cooperative Extension
Ramona Beasley
Keri Nikolajewski
Table of Contents
Directions for Using the Building Mealtime Environments and Relationships Inventory (BMER) ...........................2
Cluster One: Mealtime Setting..............................................................................................................................3
Topic Area: Equipment .......................................................................................................................4
Topic Area: Mealtime Environment ....................................................................................................5
Topic Area: Sanitation at the Table ....................................................................................................6
Topic Area: The Food.........................................................................................................................7
USDA Child Care Meal Plan Guidelines ...............................................................8
Topic Area: Preventing Choking.........................................................................................................9
Cluster Two: Children’s Development ...............................................................................................................10
Topic Area: Food Intake ...................................................................................................................11
Topic Area: Social and Emotional Development (Self-regulation)...................................................12
Topic Area: Mealtime Motor Skills ...................................................................................................13
Topic Area: Conversations (Listening and Speaking Skills) ............................................................14
Cluster Three: Guiding Individuals and Groups at Mealtimes........................................................................15
Topic Area: Routines and Schedules...............................................................................................16
Topic Area: Adult Practices at Mealtime ..........................................................................................17
Topic Area: Community Building......................................................................................................18
Building Mealtime Environments and Relationships (BMER) Summary Recording Graph...................................19
Building Mealtime Environments and Relationships (BMER) Resources..............................................................20
Using the Building Mealtime Environments and Relationships Inventory (BMER)
Introduction
Building Mealtime Environments and Relationships: An Inventory for Feeding
Young Children in Group Settings is designed to examine group care and
education settings including child care centers, preschools, and Head Start
centers. The BMER is not designed for use in family child care mealtimes, or for
family meals. The BMER is an inventory of strategies for evaluating feeding
children ages 24 months through five years. It is designed for evaluation of full
meals, but may be used to inventory strategies at snacktimes. The BMER is most
appropriate for settings where food is prepared and served, though
programs that use lunchbox meals may adapt the tool to fit their needs.
Who should use the Building Mealtime Environments and Relationships
Inventory?
Managers and supervisors, lead teachers, nutrition consultants, and health
consultants are appropriate users of the BMER. Researchers may use the BMER
to inventory mealtime strategies across group settings, though the BMER is still
under study for statistical reliability and validity.
Why should I use the BMER Inventory?
The BMER Inventory is designed to help staff examine mealtime practices and
mealtime environments. Lead teachers or supervisors make observations to develop a profile of the meal setting. Staff can use the criteria from the BMER to confirm
current practices, and to discuss changes or improvements in their meal practices.
Ratings may be used to plan staff in-service programs to focus on specific
mealtime practices.
Directions for Use
How do I use the BMER Inventory?
The rater selects one room and observes all the staff and the children at the mealtime in that room. If the children eat in a cafeteria setting, the rater evaluates only
those staff and children who are in the selected group.
The BMER Inventory is a direct observation tool. Make a copy of each Topic Area
page from the inventory and a Summary Recording Graph for each classroom to be
observed. The rater starts the observation when the transition to a meal begins. This
is usually signaled by tables being cleaned for the meal, and when children and staff
begin to wash their hands in preparation for the meal. The observation ends when the
last table is cleared and all the children complete mealtime routines, such as handwashing, clearing their places, or pushing in chairs.
What if I want to use part of the BMER Inventory?
The BMER includes 12 Topic Areas arranged in three Clusters. Users may rate all
12 Topic Areas for a comprehensive review of mealtime practices in a
center or room. Alternatively, users may choose to rate all Topic Areas in a single
Cluster. Most simply, users may choose to rate only one Topic Area from a Cluster.
Here are the three Clusters and the Topic Areas in each Cluster:
Cluster One: Mealtime Setting
Equipment
Mealtime Environment
Sanitation at the Table
The Food
Preventing Choking
Cluster Two: Children’s Development
Food Intake
Social and Emotional Development (Self-regulation)
Mealtime Motor Skills
Conversations (Listening and Speaking Skills)
Cluster Three: Guiding Individuals and Groups at Mealtimes
Routines and Schedules
Adult Practices at Mealtimes
Community Building
1
Directions for Using the BMER
Scoring
Each Topic Area earns a categorical rating. The categories are Inadequate Practice,
Minimal Practice, Effective Practice, and Ideal Practice. Raters directly observe for
the criteria listed under each category within each Topic Area.
Under each category, make a check beside the practice if it is observed. Total the number of checked items, and write that number in the oval in the lower right-hand corner
of each category column. If all items are checked in a category, the category is considered complete, and a step is achieved.
2
The second step is reached by achievement of ALL of the items in Minimal Practice,
and at least half of those in Effective Practice. A rating of 2 is earned.
3
The third step and category is Effective Practice. If ALL items are checked in this
category in addition to ALL those in Minimal Practice, a rating of 3 is earned. Items in
Effective Practice reflect practices that support and challenge children for healthy
mealtime development.
4
The fourth step is reached by achievement of ALL of the items in Minimal Practice
and ALL of the items in Effective Practice, and at least half of those in Ideal Practice.
A rating of 4 is earned.
5
The fifth and highest step is Ideal Practice. This step is reached by achievement of all
items in Minimal Practice and Effective Practice, plus ALL items described in the Ideal
Practice category. Items in the Ideal Practice category represent practices that offer a
comprehensive, highly supportive feeding environment for children. A rating of 5 is
earned for reaching this step.
Assigning Ratings to the Scores
In the lower right-hand corner of each Topic Area page is a box to record the Topic Area
rating, based on the steps achieved. Circle the number that indicates the highest step
achieved in a Topic Area.
TOPIC AREA: Equipment
Rating
0
1
2
3
4
5
Graphing Ratings
A Summary Reporting Graph is provided to develop a visual representation of the ratings
for a classroom (see pg. 19). Use a separate graph for each room that is rated. Place
ratings on the graph by putting a dot on the graph for each Topic Area rating.
0
The first category is Inadequate Practice. A rating of 0 is earned if
ANY practices are observed in this category. Practices listed under this category
are unsafe and potentially harmful to children. Note that this category is not a step
in building quality mealtimes. It appears below the step threshold.
1
The first step and next category is Minimal Practice. If ALL items are checked in
this category, a rating of 1 is earned. Practices in this category are necessary for
providing an emotionally and physically safe environment.
Resources
Guidelines from national agencies, professional organizations, and research literature provide a foundation for the items in each Topic Area. A bibliography is provided for raters to
use to learn more about the items.
2
Cluster One: Mealtime Setting
Use the Mealtime Setting Cluster to examine the setting in which meals are served and eaten. This grouping of five Topic Areas focuses on the physical environment
and practical surroundings of the mealtime.
Topic Areas in the Mealtime Setting Cluster:
Equipment - Mealtime equipment helps children develop skills for eating.
Equipment refers to eating and serving utensils, dishes, tables, and chairs. Look
for quality of equipment, use of equipment, and types of equipment.
Mealtime Environment - The physical space for eating includes the sights,
sounds, smells, and layout of the mealtime area.
Sanitation at the Table - Sanitation at the table refers to the cleanliness of the
feeding environment and the hygiene practices of those who are eating. Aspects
of cleanliness are observed in how tables are cleaned, how spills are dealt with,
and how adults ensure children’s health and safety during passing and serving
of food.
Preventing Choking - Choking is a special hazard for young children who are just
developing swallowing and chewing skills. Choking on food can be fatal to
children. Adults must offer mealtime settings that minimize choking hazards.
Common choking hazards for young children are:
raw carrots
peanuts and other whole nuts
raisins and other dried fruit
chunks of peanut butter
whole grapes
chunks of meat
raw apples
hot dogs (whole or cut into rounds)
popcorn
pretzels and chips
Guideline for food preparation:
Infants – Cut foods into pieces no larger than 1/4 inch cubes.
Toddlers up to age 4 – Cut foods into pieces no larger than 1/2 inch cubes.
The Food - When determining what children are offered to eat, it is necessary to
look at the total picture over a course of several menus. This section should be
rated by examining written menus and speaking with caregivers, cooks, or the center director, as well as through direct observation.
3
Center Name ______________________________
Classroom Name _________________________
Date _______________
TOPIC AREA: Equipment
Mealtime equipment helps children develop skills for eating. Equipment refers to
eating and serving utensils, dishes, tables, and chairs. Look for quality of equipment,
use of equipment, and types of equipment.
2
1
Minimal Practice
O Children eat at tables with a place to sit
O
O
O
O
O
O
O
0
for each child.
Tables and chairs are in good repair.
Tables and chairs are sized so that
children’s feet are on the floor or on a
footrest for stability.
Flatware is stainless steel or
non-porous, heavy duty plastic.
Plates and/or bowls are non-porous and
unbreakable, or heavy-weight, single-use
paper.
Serving dishes are non-porous and
unbreakable, or heavy-weight, single-use
paper.
Serving dishes are available for children
to pass food.
Serving utensils are provided for all
foods.
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
__ / 8
5
O Tables and chairs are appropriate size for
4
3
Ideal Practice
individual children.
O Tables and chairs are free of permanent
stains, cracks, and chips.
O Dishes match and are attractive.
Effective Practice
O Enough tables are available for children to
eat in small groups.
O Child-sized tables and chairs are used.
O Chairs are a comfortable height with
tabletops hitting mid-chest on the children.
O Child-sized plates and/or bowls are used.
O Plates have curved lips for children’s ease
of scooping food.
O Child-sized eating utensils are available.
O Knives, forks, and spoons are available at
every meal.*
O Child-sized beverage containers are used.
O Beverage containers are stable and do not
tip easily during use.
O Child-sized serving dishes are used.
O Serving bowls with rims are used.
O Small pitchers are used.
O Child-sized serving utensils are used to
help children serve child-sized portions.
O Spare utensils are readily available at the
table-side.
O Serving utensils are visually different from
eating utensils in size and/or color.
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
__ / 14
__ / 4
Inadequate Practice
O Styrofoam plates, which are a
choking hazard, are used.
O Food is placed on napkins, or on the
* This practice is effective with preschoolers. Toddlers should have
flatware that is appropriate to the food prepared for them.
Ask classroom staff about opportunities for toddlers to use forks,
spoons, and knives.
bare table-top.
O Flatware is breakable plastic with
sharp edged spoons and forks.
O Chairs are not available for all
children.
TOPIC AREA: Equipment
Rating
0 1 2 3
4
5
4
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Mealtime Environment
3
2
1
Minimal Practice
O Adequate space is provided for each child
to pass, serve, pour and eat.
O There is adequate space for adults to
move easily up and down from their chairs
and around the table.
O Sounds in the room are mostly those
related to the mealtime.
0
__ / 3
O Mealtime tables are located away from the
4
The physical space for eating includes the sights, sounds, smells,
and layout of the mealtime area.
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
Effective Practice
O Mealtime has few distractions such as
background noise, clutter on the table,
adults getting up and down from the table,
traffic in the room, uncleaned spills, and
adults talking over children’s heads.
O Non-carpet flooring in the eating areas
facilitates sanitary conditions.
O Furniture is spaced so that children can sit,
rise, and walk around the table without
interfering with others at the table.
Ideal Practice
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
flow of activities such as handwashing,
toileting, diapering, and setting up for nap
time.
O To decrease distractions, meal-related
items are readily available to staff on
table-side carts or shelves.
O A source of running water is easily
accessible by children and staff during
the meal.
__ / 3
__ / 3
Inadequate Practice
O Noises and sounds unrelated to the
mealtime predominate.
O Non-food odors are present in the
eating area (e.g., diapering, cleaning
agents, garbage, air fresheners).
O Eating area is cluttered.
O Children sit at the tables with limited
space for eating.
O Children stand or kneel to eat.
TOPIC AREA: Mealtime Environment
Rating
0
1
2
3
4
5
5
Center Name ______________________________
Classroom Name _________________________
Date _______________
TOPIC AREA: Sanitation at the Table
Sanitation at the table refers to the cleanliness of the feeding
environment and the hygiene practices of those who are eating.
Aspects of cleanliness are observed in how tables are cleaned,
how spills are dealt with, and how adults ensure children’s
health and safety during passing and serving of food.
3
2
Minimal Practice
O Adults are present during the entire meal.
O Tables are washed with soap and water before
and after the meal.
O Tables are sanitized with non-toxic sanitizing
solution before and after the meal.
O Adults and children wash hands before the meal,
during the meal if necessary, and after the meal.
O Staff and children use warm, running water,
soap, and paper towels for handwashing.
O Food arrives ready to be served with minimal
handling by the adult.
O Food is covered until it is served.
O Each child has a plate or bowl for food to be
placed on.*
O Children have adequate space to pass, serve,
and eat.
O Adults ensure children use serving utensils for
serving only.
O Food and tableware are removed immediately
if they become contaminated.
O Soiled tableware is removed immediately after
completion of the meal.
O Spills are cleaned up immediately.
O Cloths and paper towels are used only once.
O Soiled paper towels or cloths are removed from
the table immediately.
O Floors are swept and mopped during and after
the meal to remove spills or crumbs.
0
Inadequate Practice
O Food is served directly on the table
rather than on a plate.
O Adults and children wash their hands
sporadically either before or after the
meal, or not at all.
O Sponges or cloths are used and
reused for clean-ups.
O Food sits uncovered, waiting to be
served.
O Food arrives needing significant additional handling by the classroom staff.
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
__ / 16
Ideal Practice
O Serving utensils are visually different in
4
color and/or size from eating utensils.
O Adults anticipate contamination issues, and
use preventive strategies.
O Adults talk with children to avoid cross con-
Effective Practice
O Adults are seated to attend to contamination
issues during passing and serving.
O Children are within arms reach of adults.
O Children know and use routines for passing,
1
5
serving, cleaning up spills, and clearing
their place after meals.
O Napkins are available at the table.
O The eating environment is set up to address
contamination situations immediately (i.e.,
extra eating and serving utensils are readily
available, and materials for cleaning up
spills are at the tableside).
__ / 5
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
tamination including discussion of concepts
such as “yours,” “mine,” and “ours.”
__ / 3
* Eating from plates helps reduce contamination. Though food may be put
on sanitized highchair trays for infants, plates should be provided for
older infants and toddlers.
TOPIC AREA: Sanitation at the Table
Rating
0 1 2 3 4 5
6
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: The Food
When determining what children are offered to eat, it is necessary to look at the total
picture over a course of several menus. This section should be rated by examining
written menus and speaking with teachers, cooks, or the center director, as well as
through direct observation.
2
3
1
O Drinking water is available in the room
O
O
O
O
during the meal.
Enough food is available to satisfy individual
children’s hunger needs.
Menus include a variety of foods.*
Menus are posted for staff and parents.
Menu planning is based on a nutritionally
sound meal pattern. See next page for
USDA Child Care Meal Pattern Guidelines.*
O
O
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
O
O
O
O
0
__ / 5
Inadequate Practice
O Drinking water is not available during
the meal.
O Vegetables and fruits are not offered.
be visually appealing and appetizing.
O When a new food is offered, it is offered
Effective Practice
O
O Drinking water is available in pitchers at
O
Minimal Practice
O Food is arranged in bowls or on platters to
4
the table.
Children are allowed additional portions.
Food served at a meal includes a variety
of textures, shapes, temperatures, sizes,
and colors.
Foods are served that reflect the ethnicity
and culture of all children in
the center.*
Menus are discussed with children.
The center has a plan for cooperating
with physician-prescribed diets (e.g.,
allergies, diabetes).**
The center has a plan for working with
parents who have dietary requests (e.g.,
religious, cultural, vegetarian) for their
children.**
Menu planning is flexible, allowing new
foods to be introduced routinely.***
Ideal Practice
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
O
O
O
more than one time during the meal so
children become familiar with the new
food.***
When a new food is offered, it is offered
repeatedly in the menu cycle so children
become familiar with the new food.***
Children have opportunities to provide input
on food and menus.****
Menus are approved by a nutrition
professional.**
Nutrition professional is regularly involved
in staff training.**
__ / 8
__ / 6
* Review menus.
** Ask director.
*** Ask cook.
**** Ask classroom staff.
O Food runs out before children’s
hunger is satisfied.
O Milk is not offered.
O Fruit drinks other than 100% juice are
offered.
TOPIC AREA: The Food
Rating 0 1 2 3 4
5
7
USDA Child Care Meal Pattern Guidelines
Breakfast1
# per meal
Milk - fluid milk
2
Fruit or vegetable or juice
Grains/bread3 - bread, bread alternative, or cereal
bread (enriched or whole-grain)
cornbread/biscuit/roll/muffin
cold dry cereal
hot cooked cereal
pasta/noodles/grains
Ages
Ages
1 - 12 - 2
Ages 3 - 5
1
1/2 cup
3/4 cup
1
1
1/4 cup
1/2 cup
1/2 slice
1/2 serving
1/4 cup
1/4 cup
1/4 cup
1/2 slice
1/2 serving
1/3 cup
1/4 cup
1/4 cup
1
1/2 cup
3/4 cup
2
1
1/4 cup
1/2 cup
1/2 slice
1/2 serving
1/4 cup
1/4 cup
1/4 cup
1/2 slice
1/2 serving
1/3 cup
1/4 cup
1/4 cup
Lunch or Supper1
Milk - fluid milk
2
Fruit or vegetable or juice
3
Grains/bread - bread, bread alternative, or cereal
bread (enriched or whole-grain)
cornbread/biscuit/roll/muffin
cold dry cereal
hot cooked cereal
pasta/noodles/grains
Meat/meat alternative
meat/poultry/fish (cooked, lean meat without bone)
alternate protein product
cheese
egg
cooked dry beans or peas
yogurt
1
1 oz.
1 oz.
1 oz.
1/2
1/4 cup
4 oz.
1 1/2 oz.
1 1/2 oz.
1 1/2 oz.
3/4
3/8 cup
6 oz.
Snack1 include two of the four components
Milk - fluid milk
1
1/2 cup
1/2 cup
Fruit or vegetable or juice2
1
1
1/2 cup
1/2 cup
1/2 slice
1/2 serving
1/4 cup
1/4 cup
1/4 cup
1/2 slice
1/2 serving
1/3 cup
1/4 cup
1/4 cup
1/2 oz.
1/2 oz.
1/2 oz.
1/2
1/8 cup
2 oz.
1/2 oz.
1/2 oz.
1/2 oz.
1/2
1/8 cup
2 oz.
3
Grains/bread - bread, bread alternative, or cereal
bread (enriched or whole-grain)
cornbread/biscuit/roll/muffin
cold dry cereal
hot cooked cereal
pasta/noodles/grains
Meat/meat alternative
meat/poultry/fish
alternate protein product
cheese
egg
cooked dry beans or peas
yogurt
1
2
3
1
The meal patterns specify minimum portion sizes for each meal component. Children may be offered larger portions based on their greater food needs. They may not be offered less than the minimum quantities listed above.
Fruit or vegetable juice must be full-strength, 100% juice.
Breads and grains must be made from whole-grain or enriched meal or flour. Cereal must be whole-grain or enriched or fortified.
Reference: United States Department of Agriculture (2004). Child and Adult Care Food Programs: Meal Pattern Requirements. Washington, D.C.
8
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Preventing Choking
Choking is a special hazard for young children who are just developing swallowing and
chewing skills. Choking on food can be fatal to children. Adults must offer mealtime
settings that minimize choking hazards. Common choking hazards for young children
are: raw carrots, raisins and other dried fruit, hot dogs (whole
or cut into rounds), whole grapes, chunks of meat, popcorn,
pretzels and chips, raw apples, peanuts and other whole nuts,
and chunks of peanut butter.
2
1
O
O
O
O
O
0
Inadequate Practice
O Foods that are high risk choking
hazards are on the menu.
food is passed.
Food is prepared, presented, or modified to
avoid choking hazards that are common to
the youngest child in the group.
Adults are always within sight, sound, and
physical response range to children.
Adults stay with children throughout the
meal.
Adults give directions to prevent choking
(i.e., keep all four chair legs on the floor,
avoid talking or laughing with food in mouth,
take small bites, and finish chewing before
leaving the table).
Adults provide assistance to children who
gag or choke.*
Throughout the mealtime, at least one adult
is in the room who is CPR and First Aid
certified.**
O The center provides choking education for
4
children, parents, and staff.***
O An ideal adult/child ratio of 1:4 at each
Effective Practice
O Adults eat the same foods as the children
to identify subtle choking hazards.
O All staff in the room are CPR and First Aid
certified.**
Minimal Practice
O Adults sit down to supervise children before
O
3
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
__ / 7
__ / 2
Ideal Practice
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
table for toddlers and 1:6 at each table for
preschoolers is maintained during the
mealtime.
O The center has an established plan for
flexible staffing at mealtimes as needed
(e.g., floater available).
__ / 3
* If no incidents are observed, ask how gagging and choking at the table are handled.
** Current CPR/First Aid card on file.
*** Ask staff.
O Children eat at tables without an
adult near the table.
O Children are allowed to walk around
with food in their mouths.
O Adults provide inappropriate modeling
by eating and drinking while walking
around the room.
TOPIC AREA: Preventing Choking
Rating 0 1 2 3 4 5
9
Cluster Two: Children’s Development
Use the Children’s Development Cluster to examine the responsiveness and appropriateness of mealtime environments for children’s physical, social, emotional, and cognitive needs. Cluster Two includes four Topic Areas.
Topic Areas in the Children’s Development Cluster:
Food Intake - Adults help children stay in touch with their internal cues of hunger
and fullness using many different strategies. This section includes strategies that
support children to self-regulate their intake of food. Concepts for this Topic Area
are the amount of food provided, whether or not children are allowed to serve
themselves, and the level of children’s choice in what and how much they eat.
Social and Emotional Development (Self-regulation) - During mealtimes, children learn skills that help them regulate their emotions and behaviors with others.
Learning social skills such as passing and requesting food allows children to be
successful during mealtimes. Gaining emotional skills such as trusting and making choices helps children become healthy eaters. Adults who have developmentally appropriate expectations of children set physical and emotional environments
where children are challenged, but not frustrated.
Mealtime Motor Skills - Mealtimes offer opportunities for children to develop
physical skills. Serving style at the table, utensils and dishes provided, and how
food is presented impact the physical skills that children practice during meals.
Conversations (Listening and Speaking Skills) - This Topic Area is focused on
the talk that takes place during the meal. This talk ranges from adults giving
directions to children, to adults and children using give and take in their conversations. Observations in this Topic Area include examinations of how adults
encourage or extend children’s talk at the meal.
10
Center Name ______________________________
Classroom Name _________________________
Date _______________
TOPIC AREA: Food Intake
Adults help children stay in touch with their internal cues of hunger and fullness using
many different strategies. This section includes strategies that support children to
self-regulate their intake of food. Concepts for this Topic Area are the amount of food
provided, whether or not children are allowed to serve themselves, and the level of
children’s choice in what and how much they eat.
2
1
Minimal Practice
O Children serve themselves, at least part of
O
O
O
O
O
O
0
the meal.
Enough food is available to satisfy individual
children’s hunger needs.
Adults support children as they learn how to
choose portion sizes to match how much
they can eat.
Children are not required to eat either a set
amount of food, or a particular food.*
Children are not required to try or taste a
food they refuse.*
Adults acknowledge children’s differences
and preferences for food, but do not
compare children’s eating characteristics.
Food is offered at least every three hours so
that children’s hunger does not overwhelm
their ability to self-regulate food intake.**
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
__ / 7
Inadequate Practice
O Not enough food is available to satisfy
children’s hunger.
O Adults determine how much food is
placed on children’s plates.
O Adults insist that children eat more or less
than they want.
O Children are required to eat all the food on
their plates.
O Adults talk negatively about children’s
eating characteristics to staff or parents,
within hearing range of children.
O Adults compare children’s behaviors and
characteristics as a strategy to get
children to eat.
5
4
3
O Adults have a system for informing
parents about what their child ate
throughout the day.****
O Adults have a system for informing
parents about how much their child
ate throughout the day.****
Effective Practice
O Staff, in addition to the cook, cooperate in
determining how much total food is necessary to meet the group’s hunger needs.***
O Adults assure children that there is
enough food.
O Children have enough time to eat until they
are no longer hungry.
O Adults do not praise children for finishing
food, or cleaning their plates.
Ideal Practice
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
__ / 4
__ / 2
* Exception may be made if a documented health order is on file.
** Check schedule.
*** Ask how the cook determines the amount of food to be prepared.
**** Ask staff to see forms used to report to parents.
TOPIC AREA: Food Intake
Rating
0 1 2 3
4
5
11
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Social and Emotional Development (Self-regulation)
During mealtimes, children learn skills that help them regulate their emotions and
behaviors with others. Learning social skills such as passing and requesting food allows
children to be successful during mealtimes. Gaining emotional skills such as trusting and
making choices helps children become healthy eaters. Adults who have developmentally
appropriate expectations of children set physical and emotional
environments where children are challenged, but not frustrated.
2
1
O
O
O
O
0
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
O Mealtime is rushed.
own challenges.
O Children have opportunities to take risks
(e.g., choosing food, taking turns, trying new
foods, and mixing foods together).
children as they learn to wait.
O
O
O
O
__ / 6
Inadequate Practice
4
Effective Practice
O Children have appropriate serving utensils
O
mealtime activities so that children can
develop security and trust.
Opportunities to eat are scheduled no more
than three hours apart so that children’s
hunger does not overwhelm their ability to
regulate their emotions and behavior.*
There is enough food for children to eat until
satisfied.
Children have enough personal space for
serving their own plates, eating, and passing
food to others.
Adults help children take turns as they pass
or wait for food.
Adults diffuse conflicts.**
O Children have opportunities to solve their
O Adults use a variety of strategies to support
Minimal Practice
O There is a predictable sequence for
O
3
Ideal Practice
for the food being offered.
Adults use strategies that match the abilities
of individual children for self-control (e.g.,
varying expectations for children’s ability to
wait, children’s messiness, or children’s ability to request food).
Children have opportunities to make
choices within limits.
Adults help children cope with successes
and failures (e.g., serving themselves,
cleaning spills, or waiting).
Children have ample time to eat and
practice new interaction skills.
When conflicts arise, adults help children
negotiate.**
__ / 7
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
__ / 2
* Check schedule.
** If no conflicts are observed, ask adults how conflicts at the table are handled.
O Adult-sized eating utensils that limit
children’s success in eating are used.
O Adult-sized serving utensils that limit
children’s success in serving are used.
O Children have few choices (e.g.,
children’s plates are served for them,
portion sizes are pre-determined,
children have to eat all the food on
their plates).
TOPIC AREA: Self Regulation: Social and
Emotional Development
Rating
0 1 2 3 4 5
12
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Mealtime Motor Skills
Mealtimes offer opportunities for children to develop physical skills. Serving style at
the table, utensils and dishes provided, and how food is presented impact the
physical skills that children practice during meals.
2
Minimal Practice
O Food is prepared and presented so that
O
O
O
O
O
children can eat independently.
Child-sized serving utensils are available.
Child-sized eating utensils are available.
Children pass and serve some items from
serving dishes.*
Utensils offered are appropriate for the food
served (e.g., fork for a salad).
Adults respond calmly and non-punitively to
spills and imprecise motor movements
during eating and serving.
O
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
O
O
O
O
O
0
__ / 6
Inadequate Practice
O Adults are unavailable to model eating
and mealtime skills.
O Adults serve all foods onto children’s
plates.
O Children’s sole utensil is either a spoon
or a fork.
O Children are served only finger foods.
Effective Practice
O Menus allow for opportunities to spread,
O
1
O Children have non-meal opportunities to
4
3
pour, spear, ladle, and cut a variety of
foods.**
Food is prepared and presented considering
children’s physical skills for passing and
serving food.
Knives, forks, and spoons, and/or culturally
relevant utensils are available at every
meal.***
The mealtime schedule allows time for
children to practice using utensils.
Serving bowls and pitchers are not too full
or too heavy for children to serve
themselves.
Adults allow children time to try skills
without stepping in prematurely.
Adults use hand-over-hand assistance only
when necessary to assist a child in learning
a new skill or when a child is frustrated.
Adults plan menus to match children’s biting
and chewing skills, including attention to
consistency, size, hardness, shape, and
how children can move the food around in
their mouths.**
__ / 8
Ideal Practice
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
experiment with serving and eating equipment (e.g., sand and water tables include
pitcher and cups for pouring, or art centers
include plastic knives for cutting clay or playdough).****
O Adults give specific directions to individual
children to reinforce motor skills.
O Adults model skills for eating and serving,
offering a physical model paired with a
verbal description of what they are doing.
__ / 3
* When toddlers arrive at the table very hungry, it is appropriate to serve initial small portions, with toddlers
self-serving additional portions after their hunger has lessened.
** Review menus.
*** This practice is effective with preschoolers. Toddlers should have flatware that is appropriate to the food
prepared for them. Ask classroom staff about opportunities for toddlers to use forks, spoons, and knives.
**** Ask classroom staff.
TOPIC AREA: Mealtime Motor Skills
Rating
0 1 2 3 4 5
13
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Conversations (Listening and Speaking Skills)
This Topic Area is focused on the talk that takes place during the meal. This talk
ranges from adults giving directions to children, to adults and children using give and
take in their conversations. Observations in this Topic Area include examinations of
how adults encourage or extend children’s talk at the meal. When
observing toddlers, note that “talk” may be single words and
syllables, or non-verbal gestures.
2
1
O Children talk with each other and with adults.
chance to talk.
O Adults use genuine comments, rather than
O
O Adults talk with children to impart knowledge,
to explain how to do something at the table,
or to ask children questions.
O Adults respond to children’s questions and
comments with information and interest.
__ / 4
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
Effective Practice
O Adults make certain all children have a
O
Minimal Practice
O Children use verbal requests to ask for food.
0
3
4
O
O
O
dismissive statements.
Adults clarify children’s thoughts and ideas.
Adults model listening and give and take
in conversation.
Adults offer conversation starters.
Adults move conversation along when it
loses steam by offering information about a
topic, or offering a new topic.
Adults allow adequate wait time for children
to complete thoughts and answer questions.
__ / 7
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
Ideal Practice
O Adults observe, assess, and act on the
variations in the flow of conversations (e.g.,
adding vocabulary, asking open-ended
questions, filling in information).
O Adults validate children’s feelings and
ideas, and help children process those
thoughts, feelings, or ideas.
O Adults extend children’s conversations by
adding descriptive and action words.
__ / 3
Inadequate Practice
O Most of the adults’ responses are
brief, including comments such as,
“Oh, really,” or “Umhmm.”
O Children are asked to be silent at
meals.
O Nearly all of the adults’ comments are
directive and/or corrective.
O Adults discourage conversation by
hurrying children’s comments and
responses.
TOPIC AREA: Conversations and Language Development
Rating
0 1 2 3 4 5
14
Cluster Three: Guiding Individuals and Groups at Mealtimes
Use the Guiding Individuals and Groups at Mealtimes Cluster to examine strategies for successfully leading mealtimes that support
individual eating skills, and to observe strategies that help build children’s skills for eating in groups. Cluster Three includes three Topic Areas.
Topic Areas in the Guiding Individuals and Groups at Mealtimes Cluster:
Routines and Schedules - Routines and schedules help children feel secure and
trusting. They also help adults manage the meal environment. Routine refers to the
sequence and process of the mealtime. Schedule refers to the timing of meals in the
daily plan and the time allowed for eating.
Adult Practices at Mealtime - Adults set the feeding environment for children. This
section includes an examination of adults’ practices at the table. This
examination focuses on how adults assist children, whether or not adults eat with the
children, and how adults respond to what children do.
Community Building - Meals are a time for building community. Community
members help each other and show respect for each other. They take turns with each
other and share thoughts and activities. Adults set a feeding environment that helps
children develop a sense of community around mealtimes.
15
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Routines and Schedules
Routines and schedules help children feel secure and trusting. They also help adults
manage the meal environment. Routine refers to the sequence and process of the
mealtime. Schedule refers to the timing of meals in the daily plan, and the time
allowed for eating.
2
1
Minimal Practice
O Adults use established pre-meal, during
meal, and post-meal routines.
O A majority of the children know and use an
established sequence for mealtime activities.
O Adults sit with the children to support and
maintain routines.
O Adequate time is scheduled for children to
finish their meal without hurrying.
O During end of the meal transitions, an adult
visually oversees children at the table until
the last child is finished.
0
__ / 5
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
O Mealtime routines are designed to guide
4
3
children’s skills (e.g., taking turns, learning
about new foods, and practicing spearing,
spreading, serving, and pouring).
O Enough staff are available to facilitate safe,
smooth post-meal transitions such as
toileting and transitioning to nap or other
activities.
Effective Practice
O Serving routines minimize children having to
wait before beginning to eat.
O Children help maintain the meal
environment by setting tables, helping to
clean spills, and clearing dishes.
O Adults expect and respond to minor
variations in routines, but still keep mealtimes focused.
O End of meal routines offer transition
activities so that a child can independently
leave the table as he or she finishes the
meal.
O Transition from eating to subsequent
activities is routine and orderly.
__ / 5
Ideal Practice
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
__ / 2
Inadequate Practice
O Mealtime routines support managing
the setting rather than guiding
children’s skills.
O End time for the meal is governed by
the clock, rather than by children’s
needs.
O Mealtime is scheduled for staff and
center convenience rather than around
children’s needs. (i.e., adults hurry
children to eat to meet a schedule).
O Mealtime rules are applied rigidly.
TOPIC AREA: Routines and Schedules
Rating 0 1 2 3 4 5
16
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Adult Practices at Mealtime
Adults set the feeding environment for children. This section includes an examination
of adults’ practices at the table. This examination focuses on how adults assist
children, whether or not adults eat with the children, and how adults respond to what
children do and say.
2
1
4
3
O Adults are in the room, checking mealtime
safety needs and attending to children’s
needs.
O Adults sit at the table.
O Adults ensure each child is offered all foods.
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
action as indicated.
O
O
O
0
__ / 3
O Adults embrace children’s mistakes as
opportunities for children’s learning.
children’s mealtime needs, adults have a
separate meal break for their actual meal,
though they eat a small meal with the
children.
Effective Practice
O Adults sit at the table and eat the same food
O
O Adults accept children’s reactions to foods.
O To assure that adults’ attention is on
O Adults anticipate safety issues and take
O
Minimal Practice
Ideal Practice
as children.
Adults intentionally model verbal and motor
skills that children are learning.
Adults talk about food and nutrition concepts,
including texture, vocabulary, and
appearance.
Adults talk to children about how food gives
them energy, helps them grow, and keeps
them healthy.
Adults scan the group constantly and
address individual children’s needs.
Adults support children’s needs with the
least intrusive assistance that fits a child’s
level of skill (i.e., adults use the less
intrusive gestural or verbal assists before
using more intrusive hand-over-hand assists).
__ / 7
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
__ / 3
Inadequate Practice
O Adults sometimes leave the room
during part of the mealtime.
O Adults offer little or no assistance to
children.
O Adults over-help children to the point
of interfering with their independence
and learning.
TOPIC AREA: Adult Practices at Mealtime
Rating
0 1 2 3 4 5
17
Center Name ______________________________
Classroom Name _________________________
Date _______________
5
TOPIC AREA: Community Building
4
Meals are a time for building community. Community members help each other and
show respect. They take turns with each other and share thoughts and
activities. Adults set a feeding environment that helps children develop a sense of
community around mealtimes.
2
1
O Adults encourage children to call each other
by their names.
O Children are seated around tables where
O
O
O
O
O
0
they can see each other to communicate
easily.
Children’s individual needs and interests are
acknowledged by adults.
Adults maintain group routines, but make
exceptions as needed.
Adults talk about and model strategies for
cooperating in the group (i.e., sharing
serving bowls, listening to each other,
speaking one at a time, acknowledging
shared preferences, calling each other by
name, and acknowledging those who set the
table).
Adequate food is available so that children
do not have to compete for food.
Adults help children take turns in passing
food.
Adults make sure children know routines
and procedures for eating and being at the
table.
help each other.
O Adults help focus children on shared
experiences from past events.
O Adults lead discussions to help solve
Effective Practice
mealtime issues that affect all the children
at the table.
shared aspects of the mealtime.
O Children serve themselves, passing around
O
Meets all Minimal
Practices, and at
least half of the
practices from
Effective Practice.
O Opportunities are offered for children to
O Adults use “we” and “ours” to describe
O
Minimal Practice
O Adults call children by their names.
O
3
Ideal Practice
O
O
O
common bowls and pitchers.
Mealtime conversations include all
children.*
Adults facilitate turn-taking in
conversations.*
Children are reminded to acknowledge each
other’s conversations.*
Mealtime conversations focus on sharing
personal and individual aspects of children’s
lives.*
Adults take cues from child initiated topics.
__ / 9
__ / 7
Meets all Minimal
Practices and
Effective Practices,
and at least half of
the practices from
Ideal Practice.
__ / 3
Inadequate Practice
Group routines are non-existent
or followed rigidly.
O Children are told to mind their
own business if they show
interest in others.
O Adults compare children’s
behaviors as a strategy to get
children to eat.
* “Conversation” means watching others, and listening, as well as speaking to others.
O
TOPIC AREA: Community Building
Rating
0 1 2 3 4 5
18
Center Name ______________________________
Classroom Name _________________________
Date _______________
BMER Summary Recording Graph
Place a mark in the white bar that corresponds with the rating for each Topic Area.
Ideal
Practice 5
4
Effective
Practice 3
2
Minimal
Practice 1
Inadequate
Practice 0
Equipment
Mealtime
Environment
Sanitation
at the Table
The Food
Preventing
Choking
Food
Intake
Social &
Emotional
Development
(Self-regulation)
Mealtime Conversations
Motor Skills (Listening &
Speaking Skills)
Routines &
Schedules
Adult
Practices
at Mealtime
Community
Building
19
Building Mealtime Environments and Relationships Resources
Guidelines for Feeding Young Children in Group Settings
National guidelines from agencies and professional organizations were used as
foundations for items for the BMER Inventory. The following is a bibliography of
those guidelines.
American Academy of Pediatrics, American Public Health Association, and National
Resource Center for Health & Safety in Child Care (AAP, APHA & NRCHSCC)
(2002). Caring for our children national health and safety performance standards:
Guidelines for out-of-home child care (2nd ed.). Elk Grove Village, IL: American
Academy of Pediatrics.
The following chapters were used:
Chapter 3 – Health promotion & protection in child care (pp. 83-146)
Chapter 4 – Nutrition and food service (pp. 147-186)
Chapter 5 – Facilities, supplies, equipment, & transportation (pp. 187-282)
American Dietetic Association (1999). Nutrition standards for child-care programs:
Position of ADA. Journal of American Dietetic Association, 99(8), 981-988.
Aronson, S. S. (Ed.) (2002). Healthy young children: A manual for programs
(2002 ed.). Washington, DC: National Association for the Education of Young Children.
The following chapters were used:
Chapter 3 – Preventing Injuries (pp. 23-36)
Chapter 5 – Promoting health with good nutrition (pp. 47-71)
Chapter 9 – Facility design & support services for safe & healthy child care (pp.119–133)
National Association for the Education of Young Children (2004). NAEYC final draft
accreditation performance criteria. Washington, DC: NAEYC.
United States Department of Agriculture (USDA), (2004). Child and adult care food
program: Code of federal regulations. Retrieved April 1, 2005, from
http://www.fns.usda.gov/cnd/Care/Regs-Policy/226-2004.pdf
United States Department of Health and Human Services (2002). Head Start
performance standards. Retrieved April 1, 2005, from
http://www.acf.dhhs.gov/programs/hsb/pdf/1304_ALL.pdf
Comprehensive Resources for Feeding Young Children in Group Settings
Berman, C., & Fromer, J. (1997). Meals without squeals: Child care feeding guide &
cookbook. Palo Alto, CA: Bull Publishing.
Cryer, D., Ray, A. R., & Harms, T. (1996). Nutrition activities for preschoolers.
Parsippany, NJ: Dale Seymour Publications.
Topic Area: Equipment
Da Ros, D., & Duff, R. E. (1995). The benefits of family-style meals. Dimensions of
Early Childhood, Winter, 17-20.
Fletcher, J. W., & Branen, L. J. (1994). Making mealtime a developmentally appropriate
curriculum activity for preschoolers. Day Care and Early Education, 21(3), 4-8.
Fletcher, J., & Branen, L. (2000a). Best Practices for Serving Foods to Groups of Children.
Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/1_2%20Best%20Practices.pdf
Fletcher, J., & Branen, L. (2000b). Teaching Young Children to Serve Themselves in
Group Settings. Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/4_4%20serving%20self.pdf
Fletcher, J., Branen, L., & Kowash, A. (2000). Responsiveness at Mealtimes. Feeding young
children in group settings (session 2). Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/2_2%20Responsiveness%20at%20mealtimes.pdf
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care
Information Exchange, 115, 40-43.
Mogharreban, C., & Nahikian-Nelms, M. (1996). Autonomy at mealtime: Building healthy food
preferences and eating behaviors in young children. Early Childhood Education Journal,
24(1), 29-32.
Nahikian-Nelms, M. L., Syler, S., & Mogharreban, C. N. (1994). Pilot assessment of nutrition
practices of university child care programs. Journal of Nutrition Education, 26(5), 238-240.
Satter, E. (1987). How to get your kid to eat…but not too much (pp. 180, 184-85).
Palo Alto, CA: Bull Publishing.
Topic Area: Mealtime Environment
Fletcher, J., & Branen, L. (2000a). Best Practices for Serving Foods to Groups of Children.
Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/1_2%20Best%20Practices.pdf
Maxwell, L. E., & Evans, G. W. (2003). Design of child care centers and effects of noise on young
children. Retrieved April 1, 2005, from
http://www.designshare.com/Research/LMaxwell/NoiseChildren.htm
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care
Information Exchange, 115, 40-43.
20
Building Mealtime Environments and Relationships Resources
Topic Area: Sanitation at the Table
Fletcher, J., & Branen, L. (2000b). Teaching Young Children to Serve Themselves in Group
Settings. Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/4_4%20serving%20self.pdf
Fletcher, J., Branen, L., & Kowash, A. (2000). Responsiveness at Mealtimes. Retrieved June 1,
2005, from http://www.ag.uidaho.edu/feeding/pdfs/2_2%20Responsiveness%20at
%20mealtimes.pdf
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care Information
Exchange, 115, 40-43.
National Center for Injury Prevention and Control (2003). Spotlight on choking episodes among
children. Retrieved April 1, 2005, from http://www.cdc.gov/ncipc/duip/spotlite/choking.htm
Tarrago, S. B. (2000). Prevention of choking, strangulation, and suffocation in childhood.
Wisconsin Medical Journal, 99(9), 43-46.
Topic Areas: Food Intake
Birch, L. L. (1998). Development of food acceptance patterns in the first years of life.
Proceedings of the Nutrition Society, 57, 617-624.
Birch, L. L., & Fisher, J. A. (1995). Appetite and eating behavior in children. Pediatric
Nutrition, 42(4), 931-953.
Topic Area: The Food
Birch, L. L., & Marlin, D. W. (1982). I don't like it; I never tried it: Effects of exposure on two-yearold children's food preferences. Appetite, 3, 353-360.
Birch, L. L., & Fisher, J. O. (1997). Food intake regulation in children: Fat and sugar substitutes
and intake. Annals of New York Academy of Sciences, 819 (May 23, 1997), 194-220.
Birch, L. L., McPhee, L., Shoba, B. C., Pirok, E., & Steinberg, L. (1987). What kind of exposure
reduces childrens' food neophobia?: Looking versus tasting. Appetite, 9, 171-178.
Birch, L. L., & Fisher, J. O. (1998). Development of eating behaviors among children
and adolescents (The causes and health consequences of obesity in children and
adolescents). Pediatrics, 101(3), 539-549.
Mogharreban, C., & Nahikian-Nelms, M. (1996). Autonomy at mealtime: Building healthy food
preferences and eating behaviors in young children. Early Childhood Education Journal,
24(1), 29-32.
Morris, S. E. (2001). Food progressions for biting and chewing. Retrieved April 1, 2005,
from http://www.new-vis.com/fym/papers/p-feed18.htm
United States Department of Agriculture (2000). Building blocks for fun and healthy meals: A
menu planner for the child and adult care food program. Washington, DC: USDA.
Topic Area: Preventing Choking
Byard, R. W. (1994). Unexpected death due to acute airway obstruction in daycare centers.
Pediatrics, 94(1), 113-114.
Byard, R. W., Gallard, V., Johnson, A., Barbour, J., Bonython-Wright, B., & Bonython-Wright, D.
(1996). Safe feeding practices for infants and young children. Journal of Paediatrics and
Child Health, 32(4), 327-329.
Fletcher, J., & Branen, L. (2000c). Choking Hazards. Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/4_3%20choking.pdf
Fletcher, J., Branen, L., & Kowash, A. (2000). Responsiveness at Mealtimes. Retrieved
June 1, 2005, from http://www.ag.uidaho.edu/feeding/pdfs/2_2%20Responsiveness
%20at%20mealtimes.pdf
Birch, L. L., Johnson, S. L., Andresen, G., Peters, J. C., & Schulte, M. C. (1991). The
variability of young children's energy intake. New England Journal of Medicine,
324(4), 232-235.
Birch, L. L., Johnson, S. L., & Fisher, J. A. (1995). Children's eating: The development
of food-acceptance patterns. Young Children, 50(2), 71-78.
Birch, L. L., Johnson, S. L., Jones, M. B., & Peters, J. C. (1993). Effects of a nonenergy fat
substitute on children's energy and macronutrient intake. American Journal of
Clinical Nutrition, 58(3), 326-333.
Branen, L., & Fletcher, J. (1994). Effects of restrictive and self-selected feeding on preschool
children's food intake and waste at snacktime. Journal of Nutrition Education, 26(6),
273-276.
Branen, L., & Fletcher, J. (1999). Comparison of college students' current eating habits
and recollections of their childhood food practices. Journal of Nutrition Education,
31(6), 304-310.
Branen, L. J., Fletcher, J. W., & Myers, L. S. (1997). Effects of pre-plated and family
style food service on preschool children's food intake and waste at snacktime.
Journal of Research in Childhood Education, 12, 88-95.
21
Building Mealtime Environments and Relationships Resources
Fisher, J. O., Rolls, B. J., & Birch, L. L. (2003). Children’s bite size and intake of an entrée are
greater with large portions than with age-appropriate or self-selected portions. American
Journal of Clinical Nutrition, 77(5), 1164-1170.
Fletcher, J., & Branen, L. (2000a). Best Practices for Serving Foods to Groups of Children.
Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/1_2%20Best%20Practices.pdf
Fletcher, J., Branen, L., & Kowash, A. (2000). Responsiveness at Mealtimes. Retrieved
June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/2_2%20Responsiveness%20at%20mealtimes.pdf
Johnson, S. L. (2000). Improving preschoolers' self-regulation of energy intake.
Pediatrics, 106(6), 1429-1435.
Johnson, S. L., & Birch, L. L. (1994). Parents' and children's adiposity and eating style.
Pediatrics, 94(5), 653-661.
Mogharreban, C., & Nahikian-Nelms, M. (1996). Autonomy at mealtime: Building healthy food
preferences and eating behaviors in young children. Early Childhood Education Journal,
24(1), 29-32.
Hendy, H. M., & Raudenbush, B. (2000). Effectiveness of teacher modeling to encourage food
acceptance in preschool children. Appetite, 34, 61-76.
Satter, E. (1987). Pressure doesn’t work. In How to get your kid to eat…but not too much
(pp. 31-49; also pp. 177-178, 200-201). Palo Alto, CA: Bull Publishing.
Shea, S., Stein, A. D., Basch, C. E., Contento, I. R., & Zybert, P. (1992). Variability and
self-regulation of energy intake in young children in their everyday environment.
Pediatrics, 90(4), 542-546.
Topic Area: Social and Emotional Development (Self-regulation)
Birch, L. L., Johnson, S. L., & Fisher, J. A. (1995). Children's eating: The development of
food-acceptance patterns. Young Children, 50(2), 71-78.
Birch, L. L., McPhee, L., Shoba, B. C., Steinberg, L., & Krehbiel, R. (1987). "Clean up your plate":
Effects of child feeding practices on the conditioning of meal size. Learning and Motivation,
18, 301-317.
Fletcher, J., & Branen, L. (2000a). Best Practices for Serving Foods to Groups of Children.
Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/1_2%20Best%20Practices.pdf
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care
Information Exchange, 115, 40-43.
National Research Council and Institute of Medicine (2000). Acquiring self-regulation. In
J. P. Shonkoff & D. A. Philips (Eds.) From neurons to neighborhoods: The science
of early childhood development (pp. 93-123). Washington, D.C.: National Academy Press.
Topic Area: Mealtime Motor Skills
Fletcher, J., & Branen, L. (2000a). Best Practices for Serving Foods to Groups of Children.
Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/1_2%20Best%20Practices.pdf
Morris, S. E. (2001). Food progressions for biting and chewing. Retrieved April 1, 2005,
from http://www.new-vis.com/fym/papers/p-feed18.htm
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care
Information Exchange, 115, 40-43.
Topic Area: Conversations (Listening and Speaking Skills)
Baker, M., Foley, M. F., Glynn, T., & McNaughton, S. (1983). The effects of adult
proximity and serving style of pre-schoolers' language and eating behavior.
Educational Psychology, 3(2), 137-148.
Da Ros, D., & Duff, R. E. (1995). The benefits of family-style meals. Dimensions of
Early Childhood, Winter, 17-20.
Fletcher, J., & Branen, L. (2000b). Teaching Young Children to Serve Themselves in Group
Settings. Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/4_4%20serving%20self.pdf
Knight, K., & Bomba, A. (1993). The effect of imposed silence on food consumption at a
nursery school. Early Child Development and Care, 88, 17-21.
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care
Information Exchange, 115, 40-43.
Topic Area: Routines and Schedules
Baker, M., Foley, M. F., Glynn, T., & McNaughton, S. (1983). The effects of adult
proximity and serving style of pre-schoolers' language and eating behavior.
Educational Psychology, 3(2), 137-148.
22
Building Mealtime Environments and Relationships Resources
Mogharreban, C., & Nahikian-Nelms, M. (1996). Autonomy at mealtime: Building healthy
food preferences and eating behaviors in young children. Early Childhood
Education Journal, 24(1), 29-32.
Mulligan Gordon, S. A. (1997). Enjoying family-style meals in child care. Child Care
Information Exchange, 115, 40-43.
Topic Area: Adult Practices at Mealtime
Baker, M., Foley, M. F., Glynn, T., & McNaughton, S. (1983). The effects of adult proximity and
serving style of pre-schoolers' language and eating behavior. Educational Psychology, 3(2),
137-148.
Fletcher, J., & Branen, L. (2000a). Best Practices for Serving Foods to Groups of Children.
Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/1_2%20Best%20Practices.pdf
Fletcher, J., Branen, L., & Kowash, A. (2000). Responsiveness at Mealtimes. Retrieved
June 1, 2005, from http://www.ag.uidaho.edu/feeding/pdfs/2_2%20
Responsiveness%20at%20mealtimes.pdf
Topic Area: Community Building
Baker, M., Foley, M. F., Glynn, T., & McNaughton, S. (1983). The effects of adult
proximity and serving style of pre-schoolers' language and eating behavior.
Educational Psychology, 3(2), 137-148.
Da Ros, D., & Duff, R. E. (1995). The benefits of family-style meals. Dimensions of
Early Childhood, Winter, 17-20.
Fletcher, J., & Branen, L. (2000b). Teaching Young Children to Serve Themselves in
Group Settings. Retrieved June 1, 2005, from
http://www.ag.uidaho.edu/feeding/pdfs/4_4%20serving%20self.pdf
Fletcher, J., Branen, L., & Kowash, A. (2000). Responsiveness at Mealtimes.
Retrieved June 1, 2005, from http://www.ag.uidaho.edu/feeding/pdfs/2_2%20
Responsiveness%20at%20mealtimes.pdf
Stanek, K., Abbot, D., & Cramer, S. (1990). Diet quality and the eating environment of
preschool children. Journal of the American Dietetic Association, 90(11), 1582-1584.
Stone, J.G. (2001). Building Classroom community: The early childhood teacher’s role.
Washington, DC: NAEYC.
23
School of Family and Consumer Sciences, College of Agricultural and Life Sciences,
University of Idaho, Moscow, Idaho 83844
© 2005 by Janice Fletcher, Laurel Branen, Elizabeth Price. Published 2005.
All rights reserved. No part of this publication may be reproduced without permission from the publisher.